emotions can give you truly pertinent, useful data about business problems that need attention.
negative emotions are useful indicators of both your instincts and your beliefs:
If you’re feeling sad or down, you’re probably unhappy with your own behavior or the effectiveness of your response to events. You might be thinking that something has gone wrong and that it was your fault. Be careful not to leave sadness unattended or it can slide into hopelessness and the belief that you’ll never be able to make things better. Instead, let sadness prompt you to change: Look for small actions and steps to make headway and improvements.
If you’re angry, you may be experiencing a fairness issue of some kind, and the anger may be telling you about a sense of violation or something that needs to be set right.
If you’re afraid or don’t feel safe in some way, you may sense that something bad is going to happen but you’re not sure what it is or how it might damage you. Or perhaps you don’t trust upcoming events or the people involved. Your fear can alert you to do extra preparation and contingency planning so you’ll have your best shot at success.
Daniel J. Siegel is clinical professor of psychiatry at the UCLA School of Medicine, the founding co-director of the UCLA Mindful Awareness Research Center, and executive director of the Mindsight Institute. He is also the author of several books, including the New York Times bestsellers “Brainstorm” and, with Tina Payne Bryson, “The Whole-Brain Child” and “No-Drama Discipline.”
Tina Payne Bryson is a pediatric and adolescent psychotherapist and the Founder and Executive Director of The Center for Connection in Pasadena, California. She is also is the co-author, with Daniel J. Siegel, of the New York Times bestsellers “The Whole-Brain Child” and “No-Drama Discipline.”
why instructional design doesn’t typically work with students, or anyone’s learning for that matter, when you teach with PowerPoint—as well as how you can avoid it. It all begins with a little concept called “cognitive load.”
Cognitive load describes the capacity of our brain’s working memory (or WM) to hold and process new pieces of information. We’ve all got a limited amount of working memory, so when we have to handle information in more than one way, our load gets heavier, and progressively more challenging to manage.
In a classroom, a student’s cognitive load is greatly affected by the “extraneous” nature of information—in other words, the manner by which information is presented to them (Sweller, 2010). Every teacher instinctively knows there are better—and worse—ways to present information.
A study in Australia in the late 1990s (the 1999 Kalyuga study) compared the learning achievement of a group of college students who watched an educator’s presentation involving a visual text element and an audio text element (meaning there were words on a screen while the teacher also talked) with those who only listened to a lecture, minus the pesky PowerPoint slides.
Researchers including John Sweller and Kimberly Leslie contend that it would be easier for students to learn the differences between herbivores and carnivores by closing their eyes and only listening to the teacher. But students who close their eyes during a lecture are likely to to called out for “failing to paying attention.”
Richard Mayer, a brain scientist at UC Santa Barbara and author of the book Multimedia Learning, offers the following prescription: Eliminate textual elements from presentations and instead talk through points, sharing images or graphs with students
a separate Australian investigation by Leslie et al. (2012), suggest that mixing visual cues with auditory explanations (in math and science classrooms, in particular) are essential and effective. In the Leslie study, a group of 4th grade students who knew nothing about magnetism and light learned significantly more when presented with both images and a teacher’s explanation than a separate group which received only auditory explanation.
hints:
Limit yourself to one word per slide. If you’re defining words, try putting up the vocabulary word and an associated set of images—then challenge students to deduce the definition.
Honor the “personalization principle,” which essentially says that engaging learners by delivering content in a conversational tone will increase learning. For example, Richard Mayer suggests using lots of “I’s” and “you’s” in your text, as students typically relate better to more informal language.
presence (VR different from other media), virtual pit, haptic devices and environment
4 min: what’s the point?…
VR is a paradox, no rules,
what should you do and what to avoid
Ketaki Shriram dissertation
addiction
Gerd Bruder observed the other German person confused between VR and real world.
Common Sense Media – when children can VR and for how long
Jackie Baily worked with children VR Sesame street Grover impossible, counterproductive, rare/expensive, dangerous are the 4 reasons to use it. Not ubiquitous!
12 min. empathy
Tobin Asher “Becoming Homeless” blame the situation or the character (min 17)
counterproductive:
June Lubchenko, 2013. NOAA. min 19. natural disasters, not trusting self-report, but actions.
Fio Micheli. counter productive to fly children to the coral in Italy, but VR makes it possible. learning efficacy. Motivation to learn. min 21.
min 26. MOOC – materials are for free. not replacing field trips, just making them more often.
min 27. spherical video to practice football with VR
min 29. Walmart – “academies” Mark Gill the nursing home simulation.
dangerous:
learning to drive.
freedom speech over all media but VR is specific, different. If you won’t do it in the real world, don’t do it in VR
questions
min 33. what is the iPhone for VR.
Fred Brooks
min 37. disentization. how many times to do something to have effect. Kathy Mayhew and Mark Gill research
min 38. AR and psychology – not much resources. virtual person breaks physics – walks through chairs. Greg Weltch Central Florida – AR breaks physics study.
min 42. if his lab gives grants for art content creation. Immersive Journalism, storytelling syllabus. Mark Gill for our class, Bill Gorcica . Robert Wood Johnson Foundation, Gordon and Betty Moore Foundation, Mayday Foundation
Rural school leaders have some of the most complex, multifaceted jobs in education. They also have some of the highest turnover. Half of all new principals quit their jobs within three years, according to a 2014 study. A national survey released in July found that principals in rural school districts are even less likely than their urban and suburban counterparts to stay at their school the following year and more likely to leave the profession altogether. The schools they preside over, meanwhile, often struggle with persistent poverty, low college-going rates and extreme racial disparities in student outcomes.
The relationships between jobs, locality, families, housing, work and government policy, tax processes, crime, psychology, environment, access to education, and urban planning interact and converge in what is known as a Complex Adaptive System (CAS).
definition: Complexity can be understood as a theory of change and adaptation that details how change occurs within systems as well as the principles and mindsets needed to flourish in turbulent environments
he complexification of higher education is an intentional goal of engaging with complexity rather than attempting to reduce it to its constituent parts. Effective vision generation, planning, and goal achievement in the modern uncertain economic-social-technical environment benefits from embracing complexity and the utilization of strategies and actions that reflect a CAS.
ive principles of complexity science are of particular relevance to the higher education system. These attributes—networks, emergence, self-organization and social coordination, feedback sensitivity, and agility—are sufficient to provide higher education leaders with an entry into complexity science as a means of observing, understanding, and interacting with change.
